CHAPTER 2: LITERATURE REVIEW AND THEORETICAL FRAMEWORK 2.1. Introduction
2.2. Literature review
2.2.8. Theories of reading
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of the study identified that games, group work, texts of great interest, games or poetry influence readers who struggle to participate in the reading process.
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resonance mechanisms. A possible starting point for this evaluation process is a title.
A title is known to help the reader understand a text she is reading, particularly when that text is relatively difficult to understand.
2.2.8.2. Bottom up model
This model sees reading essentially as a process of translation, decoding or coding.
Here the reader begins with larger letters or units, and while dealing with them begins to anticipate the words he spells. When words are identified, they are decoded into internal words from which the reader derives the meaning in the same way that he hears. In this process, reading comprehension is believed to be an automatic result of accurate word recognition.
This model requires students to match letters and sounds in a defined sequence.
According to this opinion, reading is a linear process by which readers decode the text word by word, connecting words in sentences and then in sentences. Bottom-up processes are those that collect stimuli from letters and words from the outside world, to read and manage such information with a small use of higher-level knowledge. This means that reading is determined by the upward processing of visual information. As the signal spreads through an increasingly complex hierarchy of neural sensors, mental operations become increasingly elaborate. In particular, the left occipito-temporal cortex is gradually responsive to lexical information, ranging from single letters and bigrams to morphemes, and eventually to full words.
This model is in line with phonemic awareness and phonetic reading type, so students are forced to read phonetics before they can deal with the whole word.
2.2.8.3. Schema theory
Pearson-Casanave (1980:34) points out that a schema theory is basically a theory of knowledge. It is a theory of how knowledge is represented and how this representation facilitates the use of knowledge in particular ways. According to schema theories, all knowledge is grouped into units. These units are the patterns. In addition to the knowledge itself, these knowledge packages incorporate information on how to use this knowledge. Therefore, a schema is a data structure to represent generic concepts stored in memory.
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The basic principle of schema theory assumes that written text has no meaning of its own. Rather, a text only provides guidance to readers on how they should retrieve or generate meaning from their previously acquired knowledge. This prior knowledge is called basic reader knowledge (prior knowledge), and previously acquired knowledge structures are called patterns. According to the schema theory, understanding a text is an interactive process between the basic knowledge of the reader and the text. Efficient understanding requires the ability to relate textual material to one's knowledge.
These theories not only influence the way information is interpreted, which affects understanding, but also continue to change when new information is received. The patterns can represent knowledge at all levels, from ideologies and cultural truths to knowing the meaning of a given word, to knowing which excitation patterns are associated with which letters of the alphabet. We have schemes to represent all levels of our experience, at all levels of abstraction. Our patterns are our knowledge.
All our generic knowledge is integrated into the schemas. The importance of schema theory for reading comprehension also lies in the way the reader uses schemas.
This is in line with the study by Al-Issa (2006: 43) that concluded that the closer the correspondence between the reader's outline and the text, the greater the understanding. Understanding of any kind depends on knowledge; that is to say, relating what we do not know (that is, new information, with what we already know, which is not a random collection of facts but a world theory). In other words, our understanding of a text depends on the amount of related schema that we as readers possess in reading. Consequently, the inability of first and second language readers to make sense of a text is due to the lack of an appropriate outline that can be easily adapted to the content of the text. This lack of an appropriate schema can be content, formal, or linguistic.
2.2.8.4. Mega-cognitive
Metacognitive knowledge is defined as the knowledge of the mental processes that are involved in different types of learning. Metacognition has two fundamental aspects that are cognition knowledge and self-directed thinking. Self-directed thinking is regulated by evaluation, planning and regulatory activities.
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Metacognition involves active monitoring and the consequent regulation and orchestration of cognitive processes to achieve cognitive goals. Metacognition is deliberate, planned, intentional, goal-oriented, and future-oriented mental processing that can be used to perform cognitive tasks. Metacognitive strategies differ from cognitive strategies in that they span multiple subject areas, while cognitive strategies are likely encapsulated within a disciplinary area, so readers who know met cognitively know what to do when they encounter learning difficulties.
Metacognitive strategies indicate self-thinking and can facilitate increased learning and developed performance, especially among students who are extremely concerned with understanding the written context. Recognizing and monitoring cognitive processes can be one of the most important skills that teachers, instructors, and instructors can help improve EFL / ESL students. Students are said to become aware of their mental processes. This includes recognizing which types of learning tasks cause difficulties, which approaches to remembering information work better than others, and how to solve different types of problems (Zare-ee, 2007).
Knowledge of the metacognitive reading strategy is a higher order performance element that involves planning the causes of learning, monitoring, clarifying and repairing the failure of understanding or evaluating the success of a learning activity, that is, own strategies - planning, self-control, self-regulation, questioning and self- reflection (Pressley, 1995).